As percepções docentes sobre a dimensão metodológica no processo ensino-aprendizagem
DOI:
https://doi.org/10.5212/PraxEduc.v.3i.2.149157Abstract
This article analyses the reports of Science and Maths’ teachers, who were students on a Master’s degree course in Sciences and Mathematics Education. The research aims at identifying the principles which underpin the pedagogic work of the teachers involved in the research. In order to identify these principles, an analysis was made of the texts written by the teachers answering questions related to their pedagogic practices. Among the several conclusions, the paper emphasises that it is necessary to diversify methodological procedures in the classroom, contextualizing the content, and departing from the students’ previous knowledge, aiming to guarantee them the development of more complex knowledge which contributes to the formation of critical citizens.
Keywords: Teaching learning. Teaching methodology. Methodological underpinnings.
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